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Identifying possibilities of expanding individual student outcomes through questioning, prompts, critical frameworks.

Establishing potential chain reactions of events that switch between scale, media, 2D/3D etc.

Peer assessments so that suggestions don't always come from tutor.

Enrichment; appropriate, relevant and contextual

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Student to teach a mini-session. Planning could be done when student has finished a task early

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Student to teach a mini-session. Planning could be done when student has finished a task early

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Have a digital box etc that has a set of questions available for students to complete. could get students to design an animation or visual.

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Peer teaching either a starter activity, a pre-prepared lesson or research task

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Peer teaching either a starter activity, a pre-prepared lesson or research task

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Based on what is needed for university or employment
Ask students to apply what they have learnt to employment/uni

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Laurie's mindmap

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setting reader activities for use in and out of class, issuing these as materials to be read if task is completed quickly and using it to inform further development - this work if not undertaken in class is homework . . .

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Differentiated learning outcomes based on Blooms taxonomy
More able to peer teach
Differentiated tables - more able all on same table so tasks and timeframes can be differentiated

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Developing range of terminology used by learners - increasing difficulting

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Developing range of terminology used by learners - increasing difficulting

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Introduce next level - level 2 to level 3
FS to GCSE when completing tasks early
Students redo same tasks in different format
Peer marking

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Differentiated activities for evaluation, weakest = cloze activity, medium = a few starter sentences, difficult = no help at all

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time orientated tasks - tasks set to be completed in rigid time frames, with additional extension tasks to push the more able. this can have variable depending on level of prior attainment as otherwise they rush to complete - they trick is to get sufficient quality and depth of work out of all of them.

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BTec/OCR - give students ownership of level criteria

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If completed early given more challenging question
More able given shorter time-frame to answer question/complete tasks

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Turn the questions back on the students and ask them what they think the answer would be.
Focus on how? and why?
Ask better students to answer the questions.

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pavlov's dog

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Consensus circle of pre-existing knowledge  and build on this

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Consensus circle of pre-existing knowledge  and build on this

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Peer teaching stretches the higher end and supports the lower end.

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Those that finish early give them a post it note with a further, more difficult question

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Use differentiated command verb for each learner - more able learners are stretched to evaluate and analyse rather than describe and outline.

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Extension activities on different coloured paper

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Extension activities on different coloured paper

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Pathway learning. PPt with 5 or more activities. start the lesson with a formative assessment to test current understanding - based on number of correct answers this will represent the students starting point. Each activity gets progressively harder and there is an assessment check in between each task.

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Pitch a lesson to the top end of learners and then provide a help sheet for less able.

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Students would work in groups of three, each are given a different concept that they need to convey.
-Student 1 would describe a concept verbally
-Student 2 would act out the concept
-Student 3 would draw the concept

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Different complexity of LO for different groups
All given same starting point and task asks them to build up so much more compared to this depending on level.

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mentoring - stronger student to explain topic to a student who does not understand.

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mentoring - stronger student to explain topic to a student who does not understand.

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Extension activities which develop analytical skills eg: short analysis using techniques they have covered in the study questions/annotations

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Extension activities which develop analytical skills eg: short analysis using techniques they have covered in the study questions/annotations

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Able students that achieve the aim early on in the lesson to then act as peer support/an extra "LSA" - really useful for low level learners as it helps build their confidence, gives them a feeling of responsibility and helps with integration

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Able students that achieve the aim early on in the lesson to then act as peer support/an extra "LSA" - really useful for low level learners as it helps build their confidence, gives them a feeling of responsibility and helps with integration

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Apply it to a case study or provide an example

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Recap lesson, simplifying what they have learnt in subject terminology into basic English

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Recap lesson, simplifying what they have learnt in subject terminology into basic English

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Justify, analyse, compare, evaluate, give examples of,

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Individual chosen research - harder resources for the more able students.

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Task for Fitness Testing to create better differentiated learning outcomes.

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Task for Fitness Testing to create better differentiated learning outcomes.

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Task:
Describe the strengths and weaknesses of different fitness tests.

Learning Outcomes:
- All to be able to describe strengths and weaknesses of the different fitness tests.
- Most to be able to explain why they are strengths and weaknesses.
- Some to offer alternative fitness testing methods, as well as why they are more suitable options to test that component of fitness.

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Merit/Dist workshops on Btec - more able students to run and manage workshop

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Merit/Dist workshops on Btec - more able students to run and manage workshop

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starter activities and a range of tasks that allow students to work on a range of tasks over  relatively short time frames, as students complete they are given additional given, ie starting tasks with bullets and students expanding to fuller formed responses fitting to ability and stretch.

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For 'Pace'  I often use an online 'eggtimer' to challenge high end users to complete 

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For 'Pace'  I often use an online 'eggtimer' to challenge high end users to complete 

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Student ownership of their result tracking 

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Student ownership of their result tracking 

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For 'Pace'  I often use an online eggtimer

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For 'Pace'  I often use an online eggtimer

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Give a B grade answer and ask learners to improve it to A grade standard

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Use a different command verb (according to Bloom's Taxonomy
- e.g analyse or evaluate rather than describe or explain)

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Peer working to bring out all of the key information from exam questions to enhance the overall question

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Degree level reading.

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If finished in a business unit consider how what has just been learnt and relate to a business.

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Providing a list of  examiners' or teacher generated key terms for students to select from to then use to improve an essay.

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Providing a list of  examiners' or teacher generated key terms for students to select from to then use to improve an essay.

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Signpost Opportunities in Work Schedules/Assignment Sheets

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Signpost Opportunities in Work Schedules/Assignment Sheets

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In each project a task or tasks are identified to push the highest achieving students.

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Use activities from different sources, which have different degrees of difficulty

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Use activities from different sources, which have different degrees of difficulty

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Practical Coursework
AS MEDIA - Student who have finished final draft are asked to explore different colour ways or switch text out for a different font - Save all version, select best outcome. A2/AS Film - Various edits for short films, with students in a group, focusing on individual elements of micro features, producing own edit from groups work.  Also get students to peer mark to enable them to understand criteria they need to achieve.

MUSIC - Swap work and read then take points for improvement to make changes to own work.

GAMES  - Compare own work to generic equivalent to improve students knowledge of industry standards.

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extension task that get's learners to improve a students answer. Focus on development of exam specific skills

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Prepare 3 questions ranging in difficulty for students to attempt and present it to them as the below. Naturally, the students will opt for a question they feel confident with so be cunning, make sure the question they receive is different e.g. Question 1 would be on Steiner's Model.

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Place 3 areas/themes on the board for the students to identify which one is the odd one out.

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Click anywhere on the padlet to begin adding your idea. 

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Click anywhere on the padlet to begin adding your idea. 